1 19-okt-15 This project has received funding from the European Union
Master’s Admission for a Diverse International Classroom
The Mastermind Europe Toolkit
Kees Kouwenaar
Vrije Universiteit Amsterdam
2 19-okt-15
April 2013
3 19-okt-15
• Founded in 1880 as a Christian university • 158 degree programmes incl. 71 taught in English • Total no. ca students: 24.000
• International students: 1.700
FACTS AND FIGURES
4 19-okt-15
Earth and Life Sciences
Economics and Business Administration
Human Behavior & Movement Sciences
Humanities
Law
Sciences
Social Sciences
Theology
VUMC School of Medical Sciences
With UvA: Dentistry
SUBJECT AREAS
5 19-okt-15
• Shanghai 2015: 98th in the world • Shanghai without “awards”: 57th in
the world, 1st in Holland • Times Higher: 136
• Pure research impact (Web of
Science): 64 with a PP(top10%) of 14.2
WORLD CLASS RESEARCH
6 19-okt-15 This project has received funding from the European Union
Three core messages:
- Admitting diverse students is difficult
- The Mastermind Toolkit can help in Europe
- We want learn also from Japan
7 19-okt-15
15 years after Bologna
B
l
a
c
k
h
o
l
e
R
e
c
o
g
n
i
t
i
o
n
+
8 19-okt-15
Master’s expected learning outcomes and exit competencies
- Research skills - Expertise - Employment skills - Soft skills - International skills EVERYTHING CHANGES
9 19-okt-15
Examples of “generic competences” from Tuning
1. Ability to communicate in a second (foreign) language
2. Capacity to learn and stay up-to-date with learning
3. Ability to communicate both orally and through the written word in first language
4. Ability to be critical and self-critical 5. Ability to plan and manage time 6. Ability to act on the basis of ethical
reasoning 7. Ability to search for, process and
analyse information from a variety of sources
8. Ability to work autonomously 9. Ability to identify, pose and resolve
problems 10. Ability to apply knowledge in practical
situations 11. Ability to make reasoned decisions 12. Ability to undertake research at an
appropriate level 13. Ability to work in a team 14. Knowledge and understanding of the
subject area and understanding of the profession
15. Ability to motivate people and move toward common goals
10 19-okt-15
16. Ability to motivate people and move toward common goals
17. Commitment to conservation of the environment
18. Ability to communicate key information from one’s discipline or field to non-experts
19. Ability for abstract and analytical thinking, and synthesis of ideas
20. Ability to interact constructively with others regardless of background and culture and respecting diversity
21. Ability to design and manage projects 22. Ability to interact with others in a
constructive manner, even when dealing with difficult issues
23. Ability to show awareness of equal opportunities and gender issues
24. Commitment to health, well-being and safety
25. Ability to take the initiative and to foster the spirit of entrepreneurship and intellectual curiosity
26. Ability to evaluate and maintain the quality of work produced
27. Ability to use information and communications technologies
28. Commitment to tasks and responsibilities
29. Ability to adapt to and act in new situations and cope under pressure
30. Ability to act with social responsibility and civic awareness
31. Ability to work in an international context from a variety of sources
http://eprints.soton.ac.uk/342498/1/Tuning_Guide_Publicada_CoRe.pdf
11 19-okt-15
Diversity among Master’s applicants
• Your own university or country
• From China or Italy or US
• From PolSci, Math, or History
• Directly from undergrad or first work or family
12 19-okt-15
From diploma towards competencies
Substance
Personal Academic
13 19-okt-15
Competency-based approach Key questions
• What do applicants have to be good at?
• How good do they need to be at it?
• How do you know they are?
• How do you organise transparent answers?
14 19-okt-15
“How good” in 3 domains
Substance
Personal Academic
15 19-okt-15
One common language for domains
16 19-okt-15 This project has received funding from the European Union
Substance Related Knowledge & Skills
Guiding Tool 2
Draft September 2015
17 19-okt-15
Substance Related Knowledge & Skills Quick and Dirty Approach
• Define the “Must Know” for Day 1 (30ECTS/15
Credits/ Half a year)
• Articulate not in your own courses (Handbooks, articles)
• Identify legitimate proof (Tests, MOOCs) if
Transcripts or Course catalogues don’t work)
• Make sure that the students know
• Monitor how it turns out
18 19-okt-15 This project has received funding from the European Union
General Academic Competence
Guiding Tool 2
Draft September 2015
19 19-okt-15
General Academic Competence analytical framework
Textual data & information
Numerical data & information
Diagrammatical & symbolic data & information
Create
Evaluate
Analyse
Apply
Understand
Remember
From: Revised Bloom Taxonomy, which has another second axis: Factual Conceptual Procedural Metacognitive
20 19-okt-15
General Academic Competencies Quick and Dirty Approach
• Sit down with your senior academics (false
negatives?)
• Decide if change is necessary – or not
• Easy option: go for the GRE
• Concerned about the costs? Refund those who get admitted.
• Make sure that the students know
• Monitor how it turns out
21 19-okt-15 This project has received funding from the European Union
Personal/Interpersonal competencies
Guiding Tool 3
Draft September 2015
22 19-okt-15 This project has received funding from the European Union
Personal/Interpersonal competencies
Difference between personal traits and competences:
Personal trait: Big 5 Model
Big 6 Model
Competences: Competence models for employees
Competences identified by graduate faculty
and staff members
23 19-okt-15
Study related Competences
Analysing and Devising 1. Vision 2. Conceptual capacity 3. Analytical capacity 4. Inventivity 5. Capacity to learn 6. Environment orientation
Realising and Evaluating 1. Planning and Organising 2. Monitoring 3. Result orientation 4. Cost-consciousness 5. Commitment to the
client 6. Accuracy 7. Initiative 8. Entrepreneurship
Communicating and Influencing 1. Empathy 2. Persuasiveness 3. Cooperating 4. Networking skills 5. Organisational sensitivity 6. Written fluency 7. Verbal communication 8. Presenting 9. Negotiating
Managing and Supervising 1. Managing for results 2. Coaching 3. Binding leadership 4. Delegating 5. Decisiveness
Personal Effectiveness 1. Flexibility 2. Integrity 3. Stress-resistance 4. Self-reflection
24 19-okt-15
Personal Competencies & Traits Quick and Dirty Approach
• Sit down with your senior academics (personal “things”?)
• Decide if a “thing” needs to be in admission
• Relate it to Big 6 or Great 8
• Articulate how you will look for it.
• Make sure that the students know
• Monitor how it turns out
25 19-okt-15 This project has received funding from the European Union
Coherent Admission Framework
Guiding Tool 4
Draft September 2015
26 19-okt-15
• What do applicants have to be good at?
• How good do they need to be at it?
• How do you know they are?
• How do you organise transparent
answers?
Key questions
Substance
Personal Academic
27 19-okt-15
Key questions 2
• Good enough for what?
• Graduation?
• Profession and society?
• The class?
• The school?
28 19-okt-15
Looking at tools
• Standard tests
• Transcripts / diploma supplements / course catalogs
• GPA / grade; rank of university
• Interviews / motivation statement / reference letters
• Prior / extracurricular experience
29 19-okt-15
Looking closer at tools
• Objective
• Subjective
• Intersubjective
• How the separate elements add up:
• Independent values
• Triangulation
• Holistic aproach
30 19-okt-15 This project has received funding from the European Union
Admission from programme’s and
students’ perspective
Labour Market
Brand Marketing
Recruitment
Admissions
Enrollment
Student Services
Graduation
Alumni
Competencies
Degree Profiles
Entrance Requirement
31 19-okt-15
Obstacles
• Law
• University regulation
• Faculty regulation
• Perceived / imagined obstacles
• The lawyer’s question
